Editer votre profil

Pagani, Linda S.

Professeure titulaire
Professeure titulaire

  • Chercheure. Centre de Recherche du CHU mère - enfant Sainte-Justine (Axe Santé du Cerveau et Axe Promotion de la Santé)
  • Chercheure. Groupe de Recherche sur les Environnements Scolaires.

Contact :

  • Pav. CAMPUS LAVAL \ bur. 6170
  • Téléphone 514-343-6111 #2524 Pav. PAVILLON MARIE-VICTORIN \ bur. C-458

Site Web

Pagani, Linda S.

Présentation

Je m’occupe de cinq créneaux en santé du cerveau, toujours avec une perspective longitudinale :

1. Les risques bio-psycho-sociaux associés avec une surexposition à la télévision en bas âge (2 à 5 ans);

2. Les risques bio-psycho-sociaux associés avec l’exposition à la fumée secondaire en bas âge;

3. La maturité scolaire et sa relation avec le bien-être bio-psycho-social à long-terme;

4. Les facteurs associés avec le décrochage scolaire;

5. Les processus et enjeux multidisciplinaires reliés à l’évaluation fonctionnelle et le suivi clinique du trouble du déficit de l'attention avec/sans hyperactivité (TDAH) chez les enfants, les adolescents et les adultes.

J’offre aussi des formations continues ponctuelles pour chercheurs, cliniciens et étudiants aux études supérieures sur (1) l’évaluation fonctionnelle et le suivi clinique du trouble du déficit de l'attention avec/sans hyperactivité, selon les lignes directrices nationales cliniques fournies par la CADDRA et (2) la rédaction efficace d’articles scientifiques (en anglais) pour des revues APA et AMA pour chercheurs francophones et (3) les relations entre la recherche et les médias.

Expertises de recherche

Mes efforts en tant que professeure en psychoéducation et chercheuse au Groupe de recherche sur les environnements scolaires (GRES) ont pour but d’influencer les politiques sociales et de santé auprès des enfants. À cet effet, ma plus grande préoccupation est la préparation à l’école et la persévérance scolaire chez les jeunes. Je suis surtout captivée par les facteurs influençant l’engagement scolaire chez les élèves au primaire et au secondaire. Étant également membre-chercheuse au Centre de recherche du CHU Sainte-Justine, je m’intéresse aussi au lien entre les habitudes et les contextes de vie (télévisuelles, sportives, les comportements à risque, le tabac, les pratiques parentales, le fonctionnement familial) et la réussite scolaire, de la petite enfance jusqu’à l’adolescence. Entre autres, j’aime étudier les relations entre les conditions et contextes de santé et le développement psychosocial chez l'enfant et l'adolescent. Finalement,  je collabore avec mes collaborateurs chercheurs-cliniciens du Centre de recherche de l’hôpital Sainte-Justine et de l’Université de McGill et des projets sur l’activité physique et la santé bio-psycho-sociale.

Si vous êtes captivée par la relation entre le développement psychosocial et la santé chez l'enfant et l’adolescent, il y a la possibilité de supervision des projets (de mémoire, de thèse ou de recherche post-doctorale) dans le cadre de mes collaborations ci-haut mentionnées. Contactez-moi par courriel.

Champs d'expertise

Publications principales

Quelques contributions scientifiques préférées, en tant que première auteure ou auteure senior

(à partir d’une production scientifique plus large avec des collègues et étudiants)

<p style="margin-bottom:0cm; margin-bottom:.0001pt; text-indent:

35.45pt"> 

<span style="font-size:12.0pt; line-height:

115%; font-family:"Times New Roman","serif"">Exposition à la fumée secondaire

<p style="margin-bottom:0cm; margin-bottom:.0001pt; text-indent:

35.45pt; text-autospace:none"> 

<p style="margin-bottom:0cm; margin-bottom:.0001pt; text-indent:

35.45pt; text-autospace:none">Pagani, L. S., Lévesque-Seck, F., Archambault, I, & Janosz, M. (2016). Early childhood household smoke exposure prospectively predicts antisocial behavior at age 12. Indoor Air.

<p style="margin-bottom:0cm; margin-bottom:.0001pt; text-indent:

35.45pt; text-autospace:none">Pagani, L.S. & Fitzpatrick, C. (2015). Early childhood household smoke exposure predicts less task-oriented classroom behavior at age 10. Health Education and Behavior.

<p style="margin-bottom:0cm; margin-bottom:.0001pt; text-indent:

35.45pt"><span lang="EN-CA" style="font-size:12.0pt; line-height:115%; font-family:

"Times New Roman","serif"">Pagani, L.S., Nguyen, D., Fitzpatrick, C. (2015). Prospective associations between early long-term household secondhand smoke exposure and subsequent indicators of metabolic risk at age 10. Nicotine and Tobacco Research. <g class="gr_ gr_31 gr-alert gr_spell gr_inline_cards gr_disable_anim_appear ContextualSpelling" id="31" data-gr-id="31">doi</g>: 10.1093/ntr/ntv128

<span lang="EN-CA" style="font-size:

12.0pt; font-family:"Times New Roman","serif"">Pagani, L.S., & Fitzpatrick, C. (2013). Prospective associations between early long-term household tobacco smoke exposure and antisocial behavior in later childhood. Journal of Epidemiology and Community Health, 67:552-557. <g class="gr_ gr_32 gr-alert gr_spell gr_inline_cards gr_disable_anim_appear ContextualSpelling" id="32" data-gr-id="32">doi</g>: 10.1136/jech-2012-202191

Pagani, L. S. (2014). Environmental tobacco smoke exposure and brain development: The case of <g class="gr_ gr_33 gr-alert gr_spell gr_inline_cards gr_disable_anim_appear ContextualSpelling ins-del multiReplace" id="33" data-gr-id="33">attention deficit</g>/hyperactivity disorder. Neuroscience & Biobehavioral Reviews, 44, 195-205. <g class="gr_ gr_34 gr-alert gr_spell gr_inline_cards gr_disable_anim_appear ContextualSpelling" id="34" data-gr-id="34">doi</g>: dx.doi.org/10.1016/j.neubiorev.2013.03.008

<p style="margin-bottom:0cm; margin-bottom:.0001pt; text-indent:

35.45pt"><span lang="EN-CA" style="font-size:12.0pt; line-height:115%; font-family:

"Times New Roman","serif"">Fitzpatrick, C., Barnett, T.A., & Pagani, L.S. (2013). Parental bad habits breed bad behavior in youth: exposure to gestational smoke and child impulsivity. <span style="font-size:

12.0pt; line-height:115%; font-family:"Times New Roman","serif"">International Journal of Psychophysiology. <g class="gr_ gr_194 gr-alert gr_spell gr_inline_cards gr_run_anim ContextualSpelling" id="194" data-gr-id="194">doi</g>: 10.1016/j.ijpsycho.2012.11.006.

 

<p style="margin-bottom:0cm; margin-bottom:.0001pt; line-height:

normal">Habitudes télévisuelles

<p style="margin-bottom:0cm; margin-bottom:.0001pt; line-height:

normal"> 

<p style="margin-bottom:0cm; margin-bottom:.0001pt; text-indent:

35.4pt; line-height:normal">Pagani, L. S., Lévesque-Seck, F., & Fitzpatrick, C. (2016). Prospective associations between <g class="gr_ gr_195 gr-alert gr_spell gr_inline_cards gr_run_anim ContextualSpelling" id="195" data-gr-id="195">televiewing</g> at toddlerhood and later self-reported social impairment at <g class="gr_ gr_201 gr-alert gr_gramm gr_inline_cards gr_run_anim Grammar only-ins doubleReplace replaceWithoutSep" id="201" data-gr-id="201">middle</g> school in a Canadian longitudinal cohort born in 1997/1998. Psychological Medicine, 1-9. doi.org/10.1017/S0033291716001689

<p style="margin-bottom:0cm; margin-bottom:.0001pt; text-indent:

35.45pt; line-height:normal">Watt, E., Fitzpatrick, C., Derevensky, J. L. & Pagani, L.S. (2015). Too much television? Prospective associations between early childhood <g class="gr_ gr_196 gr-alert gr_spell gr_inline_cards gr_run_anim ContextualSpelling" id="196" data-gr-id="196">televiewing</g> and later self-reports of victimization by <g class="gr_ gr_203 gr-alert gr_spell gr_inline_cards gr_run_anim ContextualSpelling multiReplace" id="203" data-gr-id="203">sixth grade</g> classmates. Journal of Developmental & Behavioral Pediatrics, 36(6), 426-433. <g class="gr_ gr_197 gr-alert gr_spell gr_inline_cards gr_run_anim ContextualSpelling" id="197" data-gr-id="197">doi</g>: 10.1097/DBP.0000000000000186

<p style="margin-bottom:0cm; margin-bottom:.0001pt; text-indent:

35.45pt"><span lang="EN-CA" style="font-size:12.0pt; line-height:115%; font-family:

"Times New Roman","serif"">Pagani, L. Fitzpatrick C. & Barnett, T. (<span lang="EN-CA" style="font-size:12.0pt; line-height:

115%; font-family:"Times New Roman","serif"">2013). Early childhood television viewing and kindergarten entry readiness. Pediatric Research.  <g class="gr_ gr_198 gr-alert gr_spell gr_inline_cards gr_run_anim ContextualSpelling" id="198" data-gr-id="198">doi</g>: 10.1038/pr.2013.105.

<p style="margin-bottom:0cm; margin-bottom:.0001pt; text-indent:

35.45pt"><span lang="EN-US" style="font-size:12.0pt; line-height:115%; font-family:

"Times New Roman","serif"">Fitzpatrick, C., Barnett, T.A., & Pagani, L.S. (2012). Early exposure to violent media and later child adjustment. Journal of Developmental and Behavioral Pediatrics, 33(4), 291–297. <g class="gr_ gr_191 gr-alert gr_spell gr_inline_cards gr_run_anim ContextualSpelling" id="191" data-gr-id="191">doi</g>: 10.1097/DBP.0b013e31824eaab3

<p style="margin-bottom:0cm; margin-bottom:.0001pt; text-indent:

35.45pt; line-height:normal; text-autospace:none">Pagani, L. S., Fitzpatrick, C., Barnett, T. A., & Dubow, E. (2010). Prospective associations between early childhood television exposure and academic, psychosocial, and physical well-being by middle childhood. Archives of Pediatric and Adolescent Medicine, 164, 425-431. <g class="gr_ gr_192 gr-alert gr_spell gr_inline_cards gr_run_anim ContextualSpelling" id="192" data-gr-id="192">doi</g>:10.1001/archpediatrics.2010.50.

<p style="margin-bottom:0cm; margin-bottom:.0001pt; line-height:

normal; text-autospace:none"> 

<p style="margin-bottom:0cm; margin-bottom:.0001pt; line-height:

normal; text-autospace:none">Activité physique  

<p style="margin-bottom:0cm; margin-bottom:.0001pt; line-height:

normal; text-autospace:none"> 

<p style="margin-bottom:0cm; margin-bottom:.0001pt; line-height:

normal; text-autospace:none"> 

<p style="margin-bottom:0cm; margin-bottom:.0001pt; text-indent:

35.45pt; line-height:normal; text-autospace:none">Fitzpatrick C, Barnett TA., & Pagani LS. (2012). Early childhood television viewing predicts explosive leg strength and waist circumference by middle childhood<span lang="EN-US" style="font-size:12.0pt; font-family:

"Times New Roman","serif"">. International Journal of Behavioral Nutrition and Physical Activity, 9, 87-91. doi:10.1186/1479-5868-9-87

<p style="margin-bottom:0cm; margin-bottom:.0001pt; text-indent:

35.45pt; line-height:normal">Piché, G., Fitzpatrick, C., & Pagani, L.S. (2012). Kindergarten self-regulation as a predictor of body mass index and sports participation in fourth grade students. Mind, Brain and Education, 6, 19-26. doi: 10.1111/j.1751-228X.2011.01132.

<p style="margin-bottom:0cm; margin-bottom:.0001pt; text-indent:

35.45pt; line-height:normal; text-autospace:none">Piché, G., Fitzpatrick, C., & Pagani, L.S. (2014). Associations between extracurricular activity and self-regulation: A longitudinal study from 5 to 10  years of age. American Journal of Health Promotion. doi.org/10.4278/ajhp.131021-QUAN-537

<p style="margin-bottom:0cm; margin-bottom:.0001pt; text-indent:

35.45pt; line-height:normal; text-autospace:none">Nguyen, S., Häcker, A. L., Henderson, M., Barnett, T., Mathieu, M. E., Pagani, L., & Bigras, J. L. (2016). Physical activity programs with post-intervention follow-up in children: A comprehensive review according to categories of intervention. International Journal of Environmental Research and Public Health, 13(7), 664-681. doi:10.3390/ijerph13070664

<p style="margin-bottom:0cm; margin-bottom:.0001pt; text-indent:

35.45pt; line-height:normal"> 

<p style="margin-bottom:0cm; margin-bottom:.0001pt; text-indent:

35.45pt; line-height:normal">Sciences de l’éducation

<p style="margin-bottom:0cm; margin-bottom:.0001pt; text-indent:

35.45pt; line-height:normal"> 

<p style="margin-bottom:0cm; margin-bottom:.0001pt; text-indent:

35.45pt; line-height:normal">Fitzpatrick, C., Archambault, I., & Janosz, M., Pagani, L.S. (in press). Early childhood working memory forecasts high school dropout risk. Intelligence.

<p style="margin-bottom:0cm; margin-bottom:.0001pt; text-indent:

35.45pt; line-height:normal; text-autospace:none">Pagani L.S., & Fitzpatrick, C. (2014). <span lang="EN-US" style="font-size:

12.0pt; font-family:"Times New Roman","serif"">Children’s school readiness: Implications for eliminating disparities in health and education. Health, Education, and Behavior, 41(1) 25-33. <g class="gr_ gr_35 gr-alert gr_spell gr_inline_cards gr_disable_anim_appear ContextualSpelling" id="35" data-gr-id="35">doi</g>: 10.1177/1090198113478818 (, published online, February 2013)

<p style="margin-bottom:0cm; margin-bottom:.0001pt; text-indent:

35.45pt; line-height:normal; text-autospace:none">Fitzpatrick, C., & Pagani, L.S. (2013). Task-oriented behavior pays off in later childhood. Journal of Developmental and Behavioral Pediatrics, 34, 94-101. doi: 10.1097/DBP.0b013e31827a3779

<p style="margin-bottom:0cm; margin-bottom:.0001pt; text-indent:

35.45pt; line-height:normal; text-autospace:none">Briere, F. Fallu, J.-S., Janosz, M., & Pagani, L. (2012). Prospective Associations between Meth/amphetamine and MDMA (Ecstasy) Use and Depressive Symptoms in High School Students<span style="text-transform:

uppercase">. Journal of

<p style="margin-bottom:0cm; margin-bottom:.0001pt; line-height:

normal">Epidemiology and Community Health, 66, 990-994. doi: 10.1136/jech-2011-200706.

<p style="margin-bottom:0cm; margin-bottom:.0001pt; text-indent:

35.4pt; line-height:normal"><span lang="EN-US" style="font-size:12.0pt; font-family:

"Times New Roman","serif"">Fitzpatrick, C., & Pagani, L.S. (2011). Working memory skills predict kindergarten school readiness, Intelligence, 40, 205–212. doi:10.1016/j.intell.2011.11.007

<p style="margin-bottom:0cm; margin-bottom:.0001pt; text-indent:

35.45pt; line-height:normal; text-autospace:none">Pagani, L. S., Fitzpatrick, C., & Parent, S. (2012). Relating kindergarten attention to subsequent developmental pathways of classroom engagement throughout primary school. Journal of Abnormal Child Psychology, 40, 715-725. doi: 10.1007/s10802-011-9605-4

<p style="margin-bottom:0cm; margin-bottom:.0001pt; text-indent:

35.45pt; line-height:normal; text-autospace:none">Pagani L, Fitzpatrick C, Archambault I, Janosz M. School readiness and later achievement: A French Canadian replication and extension. Dev Psych. 2010:46;984-994. <span lang="EN-CA" style="font-size:12.0pt; font-family:

"Times New Roman","serif""> 

<p style="margin-bottom:0cm; margin-bottom:.0001pt; text-indent:

35.45pt; line-height:normal; text-autospace:none">Archambault, I., Janosz, M., Morizot, J., & Pagani, L. S. (2009). Adolescent behavioral, affective, and cognitive engagement in school: Relationship to dropout. Journal of School Health, 79, 402-409. <span lang="EN-US" style="font-size:

12.0pt; font-family:"Times New Roman","serif"">(Co-writer)

<p style="margin-bottom:0cm; margin-bottom:.0001pt; text-indent:

35.45pt; line-height:normal; text-autospace:none">Archambault, I., Janosz, M., Fallu, J.S., & Pagani, L. S. (2009). Student engagement and its relationship with early high school dropout. Journal of Adolescence, 32(3), 651-670. (Co-writer)

<p style="margin-bottom:0cm; margin-bottom:.0001pt; text-indent:

35.45pt; line-height:normal; text-autospace:none">Pagani, L.S., Japel, C., Tremblay, R. E., Vitaro, F., Larose, S., & McDuff, P. (2008). When prediction models fail: Developmental discontinuities in high school completion. Journal of Social Issues, 64<span lang="EN-CA" style="font-size:12.0pt; font-family:

"Times New Roman","serif"">(1), 175-184.

<p style="margin-bottom:0cm; margin-bottom:.0001pt; text-indent:

35.45pt; line-height:normal; text-autospace:none">Duncan, G.J., Dowsett, C.J., Claessens, A., Magnuson, K., Huston, A.C., Klebanov, P., Pagani, L.S., Feinstein, L., Engel, M., Brooks-Gunn, J., Sexton, H., Duckworth, K., Japel, C. (2007). School Readiness and Later Achievement. Developmental Psychology, 43(6), 1428 - 1446 (Co-writer).

<p style="margin-bottom:0cm; margin-bottom:.0001pt; text-indent:

35.45pt; line-height:normal; text-autospace:none">Pagani, L., Tremblay, R. E., Vitaro, F., Boulerice, B., & McDuff, P. (2001). Effects of grade retention on academic performance and behavioral development. Development and Psychopathology, 13, 297-315.

<p style="margin-bottom:0cm; margin-bottom:.0001pt; text-indent:

35.45pt; line-height:normal; text-autospace:none">Pagani, L. S., Boulerice, B., Tremblay, R. E., & Vitaro, F. (1999). Effects of poverty on academic failure and delinquency in boys: A change and process model approach. Journal of Child Psychology and Psychiatry, 40(8), 1209-1219.

<p style="margin-bottom:0cm; margin-bottom:.0001pt; text-indent:

35.45pt; line-height:normal; text-autospace:none">Pagani, L. S., Boulerice, B., Tremblay, R. E., & Vitaro, F. (1997).  <span lang="EN-GB" style="font-size:

12.0pt; font-family:"Times New Roman","serif"">Behavioral development in children of divorce and remarriage.  Journal of Child Psychology and Psychiatry, 38(7), 769-781.

<p style="margin-bottom:0cm; margin-bottom:.0001pt; text-indent:

35.45pt; line-height:normal; text-autospace:none"> 

Évaluation de la dangerosité

<p style="margin-bottom:0cm; margin-bottom:.0001pt; text-indent:

35.45pt"><span lang="ES" style="font-size:12.0pt; line-height:115%; font-family:

"Times New Roman","serif"">Pinard, G.-F., & Pagani, L. (Editors) <span style="font-size:12.0pt; line-height:115%; font-family:

"Times New Roman","serif"">(2nd edition: 2009; first edition: 2001). <span lang="EN-CA" style="font-size:12.0pt; line-height:115%; font-family:

"Times New Roman","serif"">Clinical Assessment of Dangerousness: Empirical Contributions. New York: Cambridge University Press.   (286 pages)

<p style="margin-bottom:0cm; margin-bottom:.0001pt; text-indent:

35.45pt"> 

<span lang="FR" style="font-size:12.0pt; font-family:

"Times New Roman","serif"">Linda S. Pagani Ph.D. (Linda.s.pagani@umontreal.ca)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

<span lang="FR" style="font-size:12.0pt; font-family:

"Times New Roman","serif"">514-343-6111, extension 2524

Cours donnés au département ce trimestre

Nouvelles

Membre, Ordre des psychologues

Membre, CADDRA (www.)caddra.ca<//span>